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Under the combined effects of commercialisation, urbanisation, migration and employment, significant changes are taking place in India’s process of modernisation. One change is the emergence of a population of women with degrees in higher education. These degrees, and the individuals’ desire to pursue professional positions that relate to their education, may influence the ways in which women perceive their identity. This study explores the situations and circumstances of college‐educated Indian females’ identity and illuminates the complexities and consequences of the university‐educated Indian woman’s life. Twenty‐five women from different parts of India were interviewed. The findings, which emerged by marital status, showed identities of single women appeared to be influenced by their interest to maintain a positive attitude about life, develop cognitive intelligence that relates to an interest, and explore the meanings of and learn independence. The identity of married, divorced and widowed women appeared to be affected by their goal to pursue an interest; need to balance personal interests and family responsibilities; and obligation to live in an extended family. The results are discussed in the context of shifting roles of women and the adoption of multifaceted identities. 相似文献
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Abstract This study examines elementary and secondary prospective teachers’ perceptions of the ways in which their experiences as tutors in school‐based tutoring programs influenced their professional development. Data collected from a survey questionnaire, reflective papers, and individual and focus group interviews revealed five main ways that these undergraduate and graduate education students perceived the tutoring experiences contributed to their professional growth. They described development in the following understandings: school students, pedagogical strategies, relationships with colleagues in school settings, the teaching/learning process, and reflective practice. All of these understandings were reported as increasing their self‐confidence as developing educators. 相似文献
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MaryAnn C. Gaines 《The Educational forum》2013,77(1):63-68
The authors, male and female African-American faculty from different academic disciplines at predominantly white institutions, share personal reflections on their experiences teaching postsecondary graduate and professional courses that focus on diversity and multicultural themes. This article provides tools and strategies for improving the overall effectiveness for those who teach diversity courses from a framework the authors have codified as a “3-C” perspective: context, characters, and curriculum. 相似文献
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Mary Ann Maslak 《Higher Education in Europe》2005,30(3-4):277-294
The Education for All initiative is one of the best known and most widely referenced policies in the development field. This paper investigates the extent to which the most recent EFA conference in Dakar (2000) addresses the complex issue of women and higher education. Two questions guide this inquiry. First, what are the basic concepts and definitions used in a feminist policy analysis? Second, to what extent, and in what ways is the topic of higher education and women referenced in the document (Dakar Framework for Action, 2000).2 Employing content analysis, this paper reveals the EFA policy's minimal attention to tertiary education for women throughout the world. 相似文献